The results show that 79 percent of the third-graders scored at or above the mastery level in writing, while 65 percent scored at or above the goal in reading and math. Among towns with similar socioeconomic status and need, the group ranked eighth in reading.

In past years, Connecticut students were given the tests in the fall, a few weeks after the school year began. Last year's students, however, took the test in March 2006, which gave their teachers about six months to review and teach new material included on the test.

``By moving to the spring test, the majority of the materials and curriculum that are in the test need to be touched upon from September to March,'' said Troy. ``With spring testing, we can see trends on areas that need to be worked on. ... It gives us a better handle on skill development.''

The 2006 mastery tests reflect the performance of students in grades 3 through 8, including those with special needs who are mainstreamed into non-special education classrooms, as well as students who are placed outside the district for additional services.

Last year's fourth-graders scored two percentage points lower in writing and mathematics from the previous year's class, but improved slightly in reading, scoring 60 percent at or above mastery level in 2006 compared with 58 percent in 2004-05.

With the help of the results, the teachers working with this group of students, who are now fifth-graders, can focus on areas that need to be addressed, administrators say.

``The tests have led to a level of accountability with teachers and school administrators,'' said Kevin M. Reich, director of curriculum and administrative services for East Hampton Public Schools. ``We can determine whether or not we are providing a level of quality education.''

Last year's fifth- and seventh-grade classes were also tested for the first time and scored well in all areas. The results show that 77 percent of the fifth-grade class from last year scored at or above mastery level in reading while 74 and 75 percent scored at or above the goal for math and writing respectively. Seventy-six percent of the seventh-graders scored at or above the mastery level in reading, while 75 percent reached the goal in writing and 71 percent scored at or above the state requirements in math.

Compared with 2004-05, sixth-graders improved in all areas, while eighth-graders' scores dropped somewhat in math, reading and writing. Seventy-one percent of the seventh-graders scored at or above the goal in math in 2006 compared with the 66 percent shown in the previous year's results. In reading, 77 percent of the sixth-grade class reached mastery level compared with 69 percent in 2004-05. In writing, the group gained six percentage points, improving from 70 percent in 2004-05 to 76 percent in 2006.

On the other hand, eighth-graders dropped three percentage points in math, and 13 percentage points in writing. In reading, 76 percent of the group scored at or above mastery level compared with 84 percent in 2004-05.

Troy and Reich both noted that the mastery tests measure the performance of a different group of students each year and that the test given in March 2006 was a revised version of the CMT, making it different from the test that was given in 2004-05. The fourth-graders who took the test in 2004-05 improved in all areas when they took the test again as fifth-graders in 2006. The group gained 12 percentage points in math; 21 percentage points in reading and 12 points in writing overall. Similarly, the sixth-graders who were tested in 2004-05 jumped from 66 percent at or above the state level in math to 73 percent in 2006; 69 percent of the group was at mastery level in reading compared with 73 percent in 2006. In writing, 70 percent scored at or above the goal, which increased to 76 percent in 2006.

Overall, Troy said he is pleased with the results, but would like to see more improvement in math.

``There is a full-time paraprofessional at Center School and two full time ... at the middle school and next year, we plan to have two at Memorial School,'' he said. ``The school system does not have a full-time math coordinator for K-12 who works with all math teachers throughout the district. We want a math program in K-12 that is consistent and the only way to do that is through coordination.''